META-ANALYSIS OF READING INTERVENTION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: EVALUATING EFFICACY AND INFORMING EVIDENCE-BASED PRACTICES

Abstract

The students with intellectual disabilities have to face many challenges while reading that is why for implementing the best intervention plan there is need to research appropriate intervention. The present study of meta-analysis investigates the efficacy of a variety of reading interventions aimed at increasing improvements of readings for the students with intellectual disabilities. The main purposes are to investigate the overall effectiveness of the interventions, pointing out key factors affecting their success or failure and presenting to the stakeholders’ evidence-based recommendations. The present study of meta-analysis produces data from various studies exhibiting varied participant attributes, characteristics, intervention plans and instructional strategies. In some studies, multi-element design is used to improve reading and in some cases phonics’ based reading interventions are used. Findings explore that individualized and structured interventions prove more effective for improving reading skills of students with intellectual disabilities. Some significant factors like integration of technology and phonic based approaches, intensity and duration are positively correlated with success. On the other hand, intervention plans lacking proper systematic-structured instructions be likely to be less effective. Present review provides evidence-based recommendations for educators, policymakers and researchers regarding the selection and implementation of effective reading interventions and ultimately improving educational outcomes for children with intellectual disabilities.